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Exploring the Relationship between Teacher Professional Development and Student Learning Outcomes A. Erni Ratna Dewi; Nur Cahyani Kalil; Hidayat Hidayat; Sri Rahayu Juniati
Journal of Pedagogi Vol. 1 No. 5 (2024): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/a5xyk576

Teacher professional development is a key factor in improving education quality and student learning outcomes. This study aims to explore the relationship between teacher professional development and student learning outcomes and identify factors that influence the effectiveness of professional development programs. The method used in this research is a literature review that includes analyzing various studies related to teacher professional development and its impact on student learning outcomes. This study collected data from relevant articles, journals and research reports. The results of the review show that teacher professional development contributes significantly to improving student learning outcomes through improving pedagogical competence, technology utilization and classroom management. However, there are obstacles such as a lack of teacher motivation that affects the effectiveness of the program. This study provides important implications for stakeholders, showing the need for collaboration between the government, educational institutions and teachers in creating a sustainable professional development system. With adequate support, it is expected that professional development can effectively improve the quality of education and student learning outcomes, as well as create a learning environment that is more inclusive and responsive to students' needs.

Students Perception Towards the Use of Sevima Edlink Platform in English Learning at Aquatic Resources Management Armita Permatasari; Sri Rahayu Juniati; A. Fitriani
Edumaspul: Jurnal Pendidikan Vol 6 No 2 (2022): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v6i2.4865

This study aimed at investigating Students’ Perception towards the use of Sevima Edlink Platform in English Learning at Aquatic Resources Management Study Program at Universitas Muhammadiyah Sinjai. This research employed a quantitative research method with description survey. The population of this research consisted of 196 the first semester students of Agricultural faculty at Universitas Muhammadiyah Sinjai. This research used purposive sampling technique in choosing sample; the sample of this study was 30 students of Aquatic Resources Management study program Agricultural faculty. The researcher used questionnaire in collecting data. The used type of questionnaire in this research was open-ended questionnaire and close-ended questionnaire and the construct of the questionnaire used TAM theory. The data were analyzed by using descriptive statistics on SPSS. The result of this study showed that Edlink platform was application that can be used in online learning. This Edlink platform made it easy for students to work on and collect their assignments. Moreover, this Edlink platform had interesting features and was easy to learn. It made students become happy to use it. However, more specifically in learning English, this platform increase productivity in learning but this Edlink platform did not improve effectiveness in learning. Furthermore, it could still be recommended to others to use.

Exploring the Relationship between Teacher Professional Development and Student Learning Outcomes A. Erni Ratna Dewi; Nur Cahyani Kalil; Hidayat Hidayat; Sri Rahayu Juniati
Journal of Pedagogi Vol. 1 No. 5 (2024): Journal of Pedagogi - October
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/a5xyk576

Teacher professional development is a key factor in improving education quality and student learning outcomes. This study aims to explore the relationship between teacher professional development and student learning outcomes and identify factors that influence the effectiveness of professional development programs. The method used in this research is a literature review that includes analyzing various studies related to teacher professional development and its impact on student learning outcomes. This study collected data from relevant articles, journals and research reports. The results of the review show that teacher professional development contributes significantly to improving student learning outcomes through improving pedagogical competence, technology utilization and classroom management. However, there are obstacles such as a lack of teacher motivation that affects the effectiveness of the program. This study provides important implications for stakeholders, showing the need for collaboration between the government, educational institutions and teachers in creating a sustainable professional development system. With adequate support, it is expected that professional development can effectively improve the quality of education and student learning outcomes, as well as create a learning environment that is more inclusive and responsive to students' needs.

THE PROJECT-BASED LEARNING AND ITS IMPACT ON ENGLISH PRESENTATION SKILL DEVELOPMENT Armita Permatasari; Sri Rahayu Juniati
International Journal of Research on English Teaching and Applied Linguistics Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ijretal.v6i2.10755

Abstract Project-Based Learning (PBL) has increasingly gained attention in English as a Foreign Language (EFL) instruction because it creates meaningful, student-centered learning experiences that support communicative competence. However, despite its recognized benefits, research focusing on the impact of PBL on the English presentation skills of non-English majors in General English classes remains limited, particularly within Indonesian private universities. To address this gap, this study aimed to examine the effect of PBL on non-English majors’ English presentation skills at Universitas Muhammadiyah Sinjai. A quasi-experimental design was employed involving a pretest–posttest control group. The experimental group was taught using PBL, while the control group received conventional instruction. An analytic rubric assessing content, organization, language accuracy, pronunciation, delivery, and use of visual aids was used to measure students’ presentation performance. The results indicated that students taught through PBL showed a significant improvement in overall presentation skills compared to those in the control group. The qualitative observations also revealed increased motivation, collaboration, and confidence among students in the PBL class. These findings suggest that PBL offers a more engaging and effective learning environment for developing presentation skills, especially for non-English majors who often have limited exposure to authentic English-speaking tasks. The study concludes that integrating PBL into General English courses can enhance students’ oral communication abilities and support more meaningful learning outcomes. Implications for teaching practice and recommendations for future research are also provided. Keywords: Project-Based Learning, Presentation Skills, English Foreign Language

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